{"id":2104,"date":"2025-07-29T15:01:32","date_gmt":"2025-07-29T15:01:32","guid":{"rendered":"https:\/\/resources.kialo-edu.com\/?post_type=docs&#038;p=2104"},"modified":"2025-12-03T08:40:04","modified_gmt":"2025-12-03T08:40:04","password":"","slug":"the-objectivity-of-history-lesson-3","status":"publish","type":"docs","link":"https:\/\/resources.kialo-edu.com\/en\/docs\/the-objectivity-of-history-lesson-3\/","title":{"rendered":"The Objectivity of History, Lesson 3"},"content":{"rendered":"<p><strong>Focus:<\/strong> <em>How does Indigenous agricultural knowledge &mdash; recorded through oral tradition, land practices, and colonial journals &mdash; challenge dominant written histories and expand what counts as valid historical evidence?<\/em><\/p><p>Suggested Length: 1 hour<\/p><p>Learning Objectives:<\/p><ul class=\"wp-block-list\">\n<li>Analyze how oral knowledge challenges colonial portrayals of history.<\/li>\n\n\n\n<li>Evaluate how non-traditional forms of evidence (e.g., environmental evidence, settler journals) can be used to reshape dominant historical narratives.<\/li>\n\n\n\n<li>Reflect on the ethical responsibilities of historians and educators in including marginalized perspectives.<\/li>\n<\/ul><figure class=\"wp-block-table\"><table class=\"has-background has-fixed-layout\" style=\"background-color:#e9f1fb\"><thead><tr><th>Critical Thinking Concepts<\/th><th>TOK Concepts<\/th><th>Reflection Questions<\/th><\/tr><\/thead><tbody><tr><td><strong>Confronting Biases and Assumptions<\/strong>: Identify perspective and authority bias in historical records and in how Indigenous innovation is credited.<br><br><strong>Exploring Contexts and Expert Opinions<\/strong>: Assess credibility by examining how histories are recorded and erased.<br><br><strong>Responsiveness and Flexibility of Thought<\/strong>: Adapt arguments and compare traditional and revisioning perspectives on Aboriginal societies.<\/td><td><strong>Responsibility: <\/strong>Historians and knowledge producers have a duty to represent diverse perspectives and avoid erasing marginalized voices.<br><br><strong>Evidence:<\/strong> What we accept as evidence in history depends on cultural norms, and can include not just written records but oral accounts, artifacts, and lived practice.<br><br><strong>Certainty: <\/strong>Our confidence in historical knowledge often depends on the form of the evidence &mdash; but is written documentation truly more certain than other sources?<\/td><td>How does the suppression of Indigenous agricultural knowledge relate to cultural appropriation in fashion and other industries today?<br><br>Should the way we define &ldquo;history&rdquo; change to include oral traditions and Indigenous sources of knowledge?<br><br>What responsibilities do educators, governments, and media have in correcting historical omissions?<br><br>Can reclaiming Indigenous history influence current conversations about land, sustainability, and identity?<\/td><\/tr><\/tbody><\/table><\/figure><style>#sp-ea-2102 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 300ms;}#sp-ea-2102.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-2102.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-2102.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-2102.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-2102.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1753794854\"><div id=\"sp-ea-2102\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-21020\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse21020\" aria-controls=\"collapse21020\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Resources and Preparation<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse21020\" role=\"region\" aria-labelledby=\"ea-header-21020\"> <div class=\"ea-body\"><ol><li>Slides, attached below.<\/li><li>Students can create their own discussion around the central question, or you can clone and use this <a href=\"https:\/\/www.kialo-edu.com\/p\/63c1f84d-c03c-4a7e-a63e-2e67357b1cc0\/541961\" target=\"_blank\" rel=\"noopener nofollow\" referrerpolicy=\"unsafe-url\">ready-made example<\/a>.<\/li><li>Watch the debate video<span style=\"font-weight: 400\">&nbsp;<\/span><a href=\"https:\/\/youtu.be\/fqgrSSz7Htw?si=VaEBd700Hns8xAxB\"><span style=\"font-weight: 400\">Bruce Pascoe: The Truth About Aboriginal Agriculture (approx. 13 mins)<\/span><\/a> before sharing with students.<\/li><\/ol><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-21021\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse21021\" aria-controls=\"collapse21021\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Introduction<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse21021\" role=\"region\" aria-labelledby=\"ea-header-21021\"> <div class=\"ea-body\"><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Guiding Question: \"<\/span><i><span style=\"font-weight: 400\">Does privileging written history silence other ways of knowing the past?<\/span><\/i><span style=\"font-weight: 400\">&rdquo;<p><\/p><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Brief recap of key concepts:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Historical objectivity: The idea that history can be neutral, fact-based, and free from bias&mdash;debated in Lesson 1.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Historical gatekeeping: How dominant groups control which histories are documented and taught&mdash;explored in Lesson 2.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Indigenous knowledge systems: Ways of knowing grounded in oral tradition, land stewardship, observation, and community practice.<p><\/p><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Ask students:<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">If history depends on written records, whose stories get left out?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can oral tradition and lived practice be considered &ldquo;evidence&rdquo; in the same way as written documents?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What happens when knowledge systems are excluded from official history &mdash; intentionally or otherwise?<\/span><\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-21022\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse21022\" aria-controls=\"collapse21022\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Main Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse21022\" role=\"region\" aria-labelledby=\"ea-header-21022\"> <div class=\"ea-body\"><p><b>Listening Task<\/b><\/p><ul><li><span style=\"font-weight: 400\">Video: <\/span><a href=\"https:\/\/youtu.be\/fqgrSSz7Htw?si=VaEBd700Hns8xAxB\" target=\"&ldquo;_blank&rdquo;\"><span style=\"font-weight: 400\">Bruce Pascoe: The Truth About Aboriginal Agriculture (approx. 13 mins)<\/span><\/a><\/li><li><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students should actively map Bruce&rsquo;s key arguments, counterarguments, and ethical claims.<\/span><\/span><\/li><li><span style=\"font-weight: 400\">Key Points to Listen For:<\/span><ul><li style=\"list-style-type: none\"><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How does Pascoe challenge the label of &ldquo;hunter-gatherers&rdquo; for Aboriginal Australians?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What kinds of evidence does he use &mdash; and why is that evidence often overlooked?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How do colonial explorers describe the land use and agriculture they witnessed?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What role does language (e.g., &ldquo;stooped,&rdquo; &ldquo;tilled,&rdquo; &ldquo;terraced&rdquo;) play in reframing Aboriginal history?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why has this version of history been omitted from mainstream education?<\/span><\/li><\/ul><\/li><\/ul><\/li><\/ul><p>&nbsp;<\/p><p><b>Note-Taking Framework:<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Main Arguments&nbsp;<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What is Pascoe&rsquo;s central claim about Aboriginal agricultural history?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">How does he argue this history has been erased or ignored?<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Supporting examples:&nbsp;<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Which explorers&rsquo; journals does he cite?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">What specific examples of Aboriginal farming and land management are provided?<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Counterarguments:&nbsp;<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why were academics or institutions resistant to his findings?<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How does Pascoe address doubts or opposition about oral or non-Western knowledge?<\/span><\/li><\/ul><\/li><\/ul><p>&nbsp;<\/p><p><b>Kialo Discussion<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">In small groups, students create a new Kialo discussion around the guiding question.<br><\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Alternatively, if students require more structure, clone and share <\/span><a href=\"https:\/\/www.kialo-edu.com\/p\/63c1f84d-c03c-4a7e-a63e-2e67357b1cc0\/541961\" referrerpolicy=\"unsafe-url\" rel=\"nofollow\"><span style=\"font-weight: 400\">this ready-made discussion<\/span><\/a><span style=\"font-weight: 400\">, based on the theses below, and use the suggested claims as prompts for students.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Students should use their analysis to ensure they select the strongest arguments from the listening task.&nbsp;<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">They should add these to the Kialo discussion as arguments, counterarguments, examples, and evaluations.<\/span><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Encourage students to refer to the concepts of responsibility, perspective, and evidence in their arguments.<\/span><\/li><\/ul><p>&nbsp;<\/p><p><span style=\"font-weight: 400\">Example Claims:<\/span><\/p><p><b>NAME: <\/b>Does privileging written history silence other ways of knowing about the past?<\/p><p><b>THESIS: <\/b>Privileging written history silences other ways of knowing about the past.<\/p><p><b>Starter Claim: Oral or land-based knowledge doesn&rsquo;t fit written formats and is devalued.<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>PRO<\/strong>: Indigenous knowledge, like reading the land, fire-stick farming, and water use, is often dismissed because it&rsquo;s practical and not written down.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: The video shows Aboriginal communities farming through observation and connection to land, not written instructions.<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>CON<\/strong>: Some oral traditions aren&rsquo;t meant to record facts, so they can&rsquo;t always be judged like written history.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: Critics of Dark Emu say using symbolic stories as historical proof can wrongly apply modern farming ideas to older traditions.<\/span><\/li><\/ul><\/li><\/ul><p><span style=\"font-weight: 400\">&nbsp;<\/span><\/p><p><b>Starter Claim: Colonial written history deliberately erased Indigenous knowledge.<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>PRO<\/strong>: Settlers used written history to make the land seem empty and uncultivated, silencing oral knowledge of Indigenous farming.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: Colonial texts left out words like &ldquo;tilled&rdquo; and &ldquo;terraced&rdquo; to support the myth of terra nullius.<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>CON<\/strong>: Some colonial writings did record Indigenous farming but were ignored or misread later.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: Thomas Mitchell described &ldquo;nine miles of stooped grain,&rdquo; but these records weren&rsquo;t taken seriously until recently.<\/span><\/li><\/ul><\/li><\/ul><p><span style=\"font-weight: 400\">&nbsp;<\/span><\/p><p><b>Starter Claim: Written history can be used to amplify oral traditions.<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>PRO<\/strong>: Writing can help spread and protect oral knowledge.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: Pascoe&rsquo;s Dark Emu shared stories of Indigenous farming that had only existed in oral form, leading to wider awareness and change.<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>CON<\/strong>: Writing down oral stories can change or reduce their meaning.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: In the video, scholars warn that calling Aboriginal people &ldquo;first farmers&rdquo; may misrepresent their traditions through Western farming ideas.<\/span><\/li><\/ul><\/li><\/ul><p><span style=\"font-weight: 400\">&nbsp;<\/span><\/p><p><b>Starter Claim: Writing preserves oral knowledge at risk of being lost.<\/b><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>PRO<\/strong>: Writing helps save oral traditions for future generations.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: When elders pass away, writing down songlines, farming methods, and calendars helps keep this knowledge alive.<\/span><\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>CON<\/strong>: Using writing to preserve oral stories still puts it above other ways of knowing.<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Example: The video notes Aboriginal knowledge was ignored until backed by written sources, showing that writing often decides what&rsquo;s seen as real history.<\/span><\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-21023\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse21023\" aria-controls=\"collapse21023\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Reflection Activity<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse21023\" role=\"region\" aria-labelledby=\"ea-header-21023\"> <div class=\"ea-body\"><p><span style=\"font-weight: 400\">Discuss the following reflection questions in open discussion or exit ticket format:<\/span><\/p><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What surprised you most about Bruce Pascoe&rsquo;s account of Aboriginal agriculture?<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How does this challenge the hunter-gatherer stereotype?<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What historical evidence did Pascoe use, and how did it change the narrative?<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Why do you think this evidence was ignored or excluded from mainstream history?<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">How does the suppression of Indigenous agricultural knowledge relate to cultural appropriation in fashion and other industries today?<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What patterns of erasure or exploitation are repeated across sectors?<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Should the way we define &ldquo;history&rdquo; change to include oral traditions and Indigenous sources of knowledge?<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Who decides what counts as historical truth?<\/span><\/li><\/ul><\/li><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">What responsibilities do educators, governments, and media have in correcting historical omissions?<\/span><ul><li style=\"font-weight: 400\"><span style=\"font-weight: 400\">Can reclaiming Indigenous history influence current conversations about land, sustainability, and identity?<\/span><\/li><\/ul><\/li><\/ul><\/div><\/div><\/div><\/div><\/div><h2 class=\"wp-block-heading\">Related Materials<\/h2><div data-height=\"auto\">\n\t\t\t<p>\n\t\t\t\t<strong>\n\t\t\t\t\t<a href=\"https:\/\/www.kialo-edu.com\/p\/63c1f84d-c03c-4a7e-a63e-2e67357b1cc0\/541961\" referrerpolicy=\"unsafe-url\" rel=\"nofollow\">Does privileging written history silence other ways of knowing the past?<\/a>\n\t\t\t\t<\/strong> &mdash; <a href=\"https:\/\/www.kialo-edu.com\" referrerpolicy=\"unsafe-url\">kialo-edu.com<\/a>\n\t\t\t<\/p>\n\t\t\t<script async=\"\" src=\"https:\/\/www.kialo-edu.com\/assets\/static\/js\/embedded-kialo.min.js\" charset=\"utf-8\"><\/script>\n\t\t<\/div><div class=\"embedpress-gutenberg-wrapper source-provider-GoogleDocs aligncenter clear   ep-content-protection-disabled inline\" id=\"039a6c87-7407-4166-8336-26dbc1648e91\" data-embed-type=\"GoogleDocs \">\n            <div class=\"wp-block-embed__wrapper \">\n                <div id=\"ep-gutenberg-content-e9f6bec402330b0cae8fa0b294a0c4ea\" class=\"ep-gutenberg-content\">\n                    <div>\n                        <div class=\"ep-embed-content-wraper preset-default insta-grid ep-google-photos-carousel\">\n\n                            <div class=\"ose-google-docs ose-uid-0d71d06d82faa8b910857e0992dc1baa ose-embedpress-responsive\" style=\"width:600px; height:600px; max-height:600px; max-width:100%; display:inline-block;\"><iframe loading=\"lazy\" allowfullscreen=\"true\" src=\"https:\/\/docs.google.com\/presentation\/d\/e\/2PACX-1vR3nNDxqSPETO816Pdbx6DmdGSlQ3SeTGVOFhRa8S_86CndZFdzyCOb_si7e-moJnWsot2jNE1MGyJy\/embed?start=false&amp;loop=false&amp;delayms=3000\" frameborder=\"0\" width=\"600\" height=\"600\" mozallowfullscreen=\"true\" webkitallowfullscreen=\"true\" title=\"The Objectivity of History, Lesson 3\"><\/iframe><\/div>                        <\/div>\n\n                                            <\/div>\n                <\/div>\n            <\/div>\n        <\/div>\n","protected":false},"excerpt":{"rendered":"<p>Focus: How does Indigenous agricultural knowledge &mdash; recorded through oral tradition, land practices, and colonial journals &mdash; challenge dominant written histories and expand what counts as valid historical evidence?Suggested Length: 1 hourLearning Objectives: Critical Thinking Concepts TOK Concepts Reflection Questions Confronting Biases and Assumptions: Identify perspective and authority bias in historical records and in how [&hellip;]<\/p>\n","protected":false},"author":48,"featured_media":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"_acf_changed":true,"wds_primary_doc_category":0,"wds_primary_doc_tag":0,"footnotes":""},"doc_category":[36],"doc_tag":[],"class_list":["post-2104","docs","type-docs","status-publish","hentry","doc_category-knowledge-history"],"acf":[],"year_month":"2026-05","word_count":258,"total_views":"14","reactions":{"happy":"0","normal":"0","sad":"0"},"author_info":{"name":"Amnah Ejaz","author_nicename":"ae","author_url":"https:\/\/resources.kialo-edu.com\/en\/author\/ae\/"},"doc_category_info":[{"term_name":"History","term_url":"https:\/\/resources.kialo-edu.com\/en\/docs-category\/knowledge-history\/"}],"doc_tag_info":[],"knowledge_base_info":[],"knowledge_base_slug":[],"_links":{"self":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2104","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs"}],"about":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/types\/docs"}],"author":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/users\/48"}],"replies":[{"embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/comments?post=2104"}],"version-history":[{"count":0,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/docs\/2104\/revisions"}],"wp:attachment":[{"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/media?parent=2104"}],"wp:term":[{"taxonomy":"doc_category","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_category?post=2104"},{"taxonomy":"doc_tag","embeddable":true,"href":"https:\/\/resources.kialo-edu.com\/en\/wp-json\/wp\/v2\/doc_tag?post=2104"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}